ELA+2+Lesson+13


 * Topic: Schools around the world **

RI.2.1 - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 - Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. RI.2.4 - Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. RI.2.6 - Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI.2.8 - Describe how reasons support specific points the author makes in a text. RRF.2.3 - Know and apply grade-level phonics and word analysis skills in decoding words. RRF.2.3a - Distinguish long and short vowels when reading regularly spelled one-syllable words. RRF.2.3b - Know spelling-sound correspondences for additional common vowel teams. RRF.2.3c - Decode regularly spelled two-syllable words with long vowels. RRF.2.4a - Read grade-level text with purpose and understanding. W.2.8 - Recall information from experiences or gather information from provided sources to answer a question. SL.2.1 - Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.2 - Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L.2.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.2e - Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.2.4e -Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
 * Common Core standards: **

**Suggested student objectives:** Students will be able to learn, identify, apply the following skills:
 * Author's purpose
 * Vowel digraphs
 * Using question marks
 * Using a dictionary


 * Suggested additional readings: **

BookFlix - informational text about schools read aloud BookFlix - informational text about similarities and differences among people Enchanted Learning - printable punctuation exercises Enchanted Learning - printable vowel resources Fact Monster - article about the academic year around the world
 * Resource links: **

Explore - video about elementary school students in rural China

Student learning objective: Identify textual evidence that shows that the author’s purpose is to persuade. Draw a conclusion about what the author is trying to persuade the reader to do or think. Duration: approximately 50 minutes. Necessary materials//://
 * Activities: **

//Provided//:
 * “Becoming Expert Readers” Letter
 * “Banning Junk Food” Letter
 * Direct teaching example chart
 * Independent practice letter and worksheet

//Not Provided//:
 * Chart paper
 * Markers
 * Lesson plan

Teacher will explain that some authors write to persuade the reader to think a certain way or to do something. Teacher will give examples of persuasive texts such as commercials, magazine ads, and persuasive letters. Teacher will present the characteristics of persuasive writing. (Direct teaching example chart is provided below in Teacher and Student Materials.) Teacher will read aloud a persuasive letter as an example of persuasive writing ("Becoming Expert Readers" is provided in Books and Passages). Teacher will identify text evidence of persuasive writing in the letter by identifying facts and opinions, expert testimony, the author’s feelings, and examples of something the author wants the reader to do. Then, teacher will use the text evidence to draw a conclusion about what the letter is trying to persuade the reader to think or do. For example, in the first sentence of the letter, the author states his/her opinion that “it is important to continually practice our reading skills”. “I think the author wants the audience to read more.” Ask: "How did I identify the characteristics of the text that show the author's purpose was to persuade?" Students should respond that you read the text and identified facts and opinions, expert testimony, the author’s feelings, and examples of something the author wanted the reader to do. Then, you used the text evidence to draw a conclusion about what the letter is trying to persuade the reader to think or do. Teacher and students will read the “Banning Junk Food” letter aloud (provided in Books and Passages). We will identify textual evidence from the letter that shows the author’s purpose is to persuade. For example, the sentence, “Doctors explain that. . .”, is expert information used to persuade the reader. Finally, we will use the textual evidence to draw a conclusion about what the author is trying to persuade the reader to think or do.
 * ===TEACHER MODELING===
 * ===THINK CHECK===
 * ===GUIDED PRACTICE===
 * worksheets

Students will read a letter to the teacher about recess. They will identify textual evidence in the letter that shows the author’s purpose is to persuade. Students will use the textual evidence to draw a conclusion about what the author is trying to persuade the reader what to think or believe.
 * ** ASSESSMENTS **
 * ===INDEPENDENT PRACTICE===

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